| Summary: | 碩士 === 國立中央大學 === 資訊工程研究所 === 100 === How to improve the English writing skills is a big problem faced by the English as a foreign Language countries. But, the traditional teaching method is difficult to encourage the students'' interest. This problem causes the lack of English writing’s learning cognitive and learning motivation. And it could limit the learning effectiveness. Therefore, scholars try to find solutions to the problems. About the research, they found that interactive learning can effectively enhance motivation and learning effectiveness of students'' English writing. And scholars have pointed out the interactive learning can increase student’s interest and improve learning effectiveness through e-Portfolio(eP). In this paper, we try to use self-regulated learning model which is proposed by Zimmerman as the learning method and compare with the traditional learning method on eP. Rubric for peer feedback can effectively enhance students'' ability to learn self-regulation, so a clear assessment criteria is a critical point to enhance the quality of peer feedback. From above reason, this study proposed adding Rubric to the 3-phased self-regulated learning cycle in order to explore the effect of self-regulated learning on learning effectiveness by using e-Portfolio. Experimental results on 23 graduated students were divided into experimental and control group. The experimental group uses the self-regulated learning as a learning method. But the control group uses the traditional teaching method to compare with the experimental group. This paper attempts to explore the effectiveness of learning differences in two groups and investigate self-regulated learning in the meta-cognition, motivation, behavior with the relationship between learning outcomes. The Results show that the learning effectiveness is promoted significantly(t=2.13*) by self-regulated learning method. Finally, this paper explore the experimental results by analysis of interviews, literature and assessment tools.
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